Tesis

3 METHODOLOGY

3.1 Introduction.
The purpose of this chapter is to discuss students’ age and cognitive development as well as individual characteristics that influence their learning. In view ofthat I believe that the age of students is an important issue that makes all the difference between teaching English at primary school and high school. Then, my hypothesis is that the teachingtechniques for primary students are not the same for high school learners because of the age factor. For that reason I developed a Qualitative research which, according to Gill Ereaut, Director of LinguisticLandscapes in UK (2011), seeks out the ‘why’, not the ‘how’ of its topic through the analysis of unstructured information, instruments like interviews, open ended survey answer, emails, notes,feedback forms, photos and videos. Qualitative research is used to gain insight into people's attitudes, behaviors, value systems, concerns, motivations, aspirations, culture or lifestyles. Focus on groups,in-depth interviews, content analysis, ethnography, evaluation and semiotics are among the many formal approaches that are used, but qualitative research also involves the analysis of any unstructuredmaterial, including customer feedback forms, reports or media clips. In fact, I based this study on this type of research because I analyzed teachers’ as well as groups’ behavior and attitudes tounderstand what are the teaching methods and tactics for high school students and what are the most effective ones at this stage of English learning.

3.2 Methodology
In 2006 Tammy Andrew says manyhigh school teachers encounter unmotivated students. Unfortunately, this can lead to classroom management issues ranging from sleeping in class to more overt disruptions. Since not every student isintrinsically motivated teachers are challenged to find ways to motivate each student. Understanding how teens learn can provide insights as to how to help students learn and minimize classroom...